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most of students quite well in organizing the ideas, so reader can convey the messages in the writing. While in the spelling, the dominant errors the students
made were misspellings.
4.2 The Analysis of Generic Structure’s Application
The second analysis is the analysis of generic structures of procedural text; they are goal, material and steps. The result can be seen in appendix 10. Based on the
result, the writer could describe as follows: 1 7 or 10.60 students did not state the goal.
2 2 or 3.30 students did not state the material. 3 The rest of the students stated the completed generic structures; they began
writing the goal, followed by material and ended with steps. From the data above, it shows that most of the students were able to apply
the generic structures in their procedure texts.
4.3 The Analysis of Lexicogrammatical Features
As the previous chapter stated lexicogrammatical features of procedure text are: focus on generalized human agent, use of simple present often imperative, mainly
use of temporal conjunction or numbering to indicate sequences and mainly use of material process. Based on the result, the writer could describe as follows:
1 Most of the procedure texts written by the students focused on generalized
human agents such as you and we, while some of them did not mentioned. However, the texts could be understood.
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2 19 or 28.78 or students used incorrect verbs in their writings; past verbs or
incorrect form of present verbs, for instance: “you can enjoyed the yogurt milkshake”, “you must mixed all of them”, “first, pour and mixed a glass of
yoghurt, “cuts all fruits” and etc, while they were supposed to use the correct form of present verbs.
3 Most of the students stated both temporal conjunctions first, next, then, after,
and finally and numbering in writings, whereas 5 or 7.57 students only use numbering.
4 All of the texts written by the students use mainly action verbs or material
process such as pour, put, cut, slice, mix, take, add, and etc. From the description above, it can be concluded the students are quite good in
applying lexicogrammatical features in their writing. The completed result can be seen appendix 11.
4.4 The Analysis of Writing Procedure Text
The result of students’ achievement in writing can be seen in table below: Language
Components Generic
Structures Lexicogrammatical
Features max scores = 25 max scores = 15
max scores = 20 5 5 5 5 5
5 5
5 5 5 5 5
No Code a b c d e f
g h
i j k l
1 R-01 3 4 3 3 5 5
3 3
1 4 5 4
72 2 R-02 4 4 4 4 3
5 4
4 5
4 5 4 83
3 R-03 3 3 3 3 3 5
3 3
5 3 1 3
63 4 R-04 4 4 3 4 3
5 4
4 1
4 5 4 75
5 R-05 3 3 3 4 5 5
4 3
5 3 5 3
76 6 R-06 4 4 4 4 4
5 4
4 1
4 5 4 78
7 R-07 4 4 3 4 5 5
4 4
5 4 5 4
85
35
8 R-08 4 4 4 4 4 5
4 4
5 4 5 4
85 9 R-09 4 3 4 4 4
5 4
4 5
3 5 3 80
10 R-10 3 3 3 4 5 5
4 3
5 3 5 3
76 11 R-11 4 3 3 4 4
5 4
4 1
3 5 3 72
12 R-12 3 3 3 4 4 5
4 3
5 3 5 3
75 13 R-13 3 3 4 4 4
5 4
3 1
3 5 3 70
14 R-14 4 5 4 4 5 5
4 4
5 5 5 5
92 15 R-15 4 3 4 4 5
5 4
4 5
3 5 3 82
16 R-16 5 5 4 4 5 5
4 5
1 5 5 5
88 17 R-17 3 4 3 4 5
5 4
3 5
4 5 4 82
18 R-18 4 4 3 4 5 5
4 4
5 4 5 4
85 19 R-19 4 4 4 4 4
5 4
4 5
4 5 4 85
20 R-20 4 3 3 4 5 1
4 4
5 3 5 3
73 21 R-21 4 3 3 3 5
1 3
4 1
3 5 3 63
22 R-22 3 2 3 3 4 5
3 3
1 2 5 2
60 23 R-23 3 3 4 4 4
5 4
3 1
3 5 3 70
24 R-24 4 3 4 4 4 5
4 4
5 3 5 3
80 25 R-25 4 4 4 4 5
5 4
4 1
4 5 4 80
26 R-26 3 4 4 4 4 5
4 3
1 4 5 4
75 27 R-27 3 4 3 4 5
5 4
3 5
4 5 4 82
28 R-28 4 3 4 4 4 5
4 4
1 3 5 3
73 29 R-29 4 4 4 4 3
5 4
4 5
4 5 4 83
30 R-30 3 3 3 4 4 5
1 3 5 3 5 3 70
31 R-31 3 4 4 4 5 5
4 3
1 4 5 4
76 32 R-32 3 3 3 3 4
5 3
3 1
3 1 3 58
33 R-33 5 3 4 4 5 5
4 5
5 3 5 3
85 34 R-34 3 3 3 3 3
5 3
3 5
3 5 3 70
35 R-35 2 3 3 3 3 5
3 2
1 3 5 3
60 36 R-36 5 4 4 4 5
5 4
5 5
4 1 4 83
37 R-37 4 4 3 4 3 5
4 4
5 4 5 4
82 38 R-38 5 4 4 4 5
5 4
5 5
4 5 4 90
39 R-39 3 3 3 4 4 5
4 3
1 3 5 3
68 40 R-40 4 4 4 4 4
5 4
4 5
4 5 4 85
41 R-41 4 3 3 3 5 5
1 4 1 3 5 3 66
42 R-42 4 4 4 4 5 5
4 4
5 4 5 4
86 43 R-43 4 4 4 4 4
5 4
4 5
4 5 4 85
44 R-44 4 4 4 4 4 5
4 4
1 4 5 4
78 45 R-45 3 2 3 3 3
5 3
3 1
2 5 2 58
46 R-46 3 4 3 3 3 5
1 3 1 4 5 4 65
47 R-47 4 4 4 4 4 5
4 4
1 4 5 4
78 48 R-48 4 4 4 4 3
5 4
4 1
4 1 4 70
49 R-49 3 4 3 4 3 5
4 3
1 4 5 4
72 50 R-50 4 4 4 4 4
5 4
4 1
4 5 4 78
51 R-51 4 3 3 4 4 5
4 4
5 3 5 3
78 52 R-52 3 2 3 3 4
5 3
3 1
2 5 2 60
53 R-53 4 4 4 4 4 5
4 4
5 4 5 4
85 54 R-54 4 3 3 4 3
5 4
4 5
3 5 3 76
55 R-55 5 5 4 4 3 5
4 5
5 5 5 5
92 56 R-56 4 4 4 4 4
5 1 4 5 4 5
4 80 57 R-57 3 3 3 4 4
5 4
3 1
3 5 3 68
58 R-58 3 2 3 3 4 5
1 3 1 2 5 2 56
59 R-59 3 3 3 4 4 5
4 3
1 3 5 3
68 60 R-60 4 4 4 4 3
5 4
4 1
4 5 4 76
61 R-61 5 4 4 4 4 5
4 5
5 4 5 4
88
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Table 4.1 The result of students’ achievement in writing procedure text According to the criterion provided by the policy of the school research, a
student was said to be successful if heshe could achieve 65 of the scores. The result showed that 57 students or 86.36 passed the test, whereas 9 students or
13.36 were categorized lack. Thus, the class mastery was 86.36. It was 1.36 higher than the standard minimum of the class mastery that was 85. Moreover,
the mean scores of the students’ achievement in writing procedure text was 75, while determinant criteria in grading scores showed that scores between 75-85
was considered good. The result of determined criteria can be seen in table below: Scores
Criteria Total of students
Percentages 85-100 Excellent
14 21.21
75-84 Good 27
40.90 65-74 Average
16 24.24
55-64 Low 9
13.63 54 Fail
Table 4.2 The result of criteria grading score Based on the data above, it was found out that fourteen or 21.21 students
got excellent scores, 27 or 40.90 students got good scores, 16 or 24.24 students got average, 9 or 13.63 got low scores, and none of students got fail
score. 62 R-62 4 4 4 4 4
5 4
4 1
4 5 4 78
63 R-63 3 3 3 3 4 5
3 3
1 3 5 3
65 64 R-64 2 3 3 3 4
5 1
4 1
3 1 3 55
65 R-65 4 4 4 4 5 5
4 4
5 4 5 4
86 66 R-66 3 2 3 3 4
5 3
3 1
2 5 2 60
Total 4987
Mean 75
Class Mastery
86.36
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
